• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
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Teaching excellence & educational innovation, design & teach a course, plan your course content and schedule.
The three primary components of a course are the learning objectives, assessments and instructional strategies. Once these three components are identified, at least provisionally, the next task is to organize them into a coherent, dynamic whole. This involves:
The course structure refers to the choice of topics and the organization and sequencing of course content. Remember that the choice of topics and their organization should always support the learning objectives for the course.
Woolvard and Anderson (1998) point out that although all teachers want and need their students to (1) master course content and (2) learn how to use that content in some way, a great many instructors devote their time to the first task and neglect the second. Focusing too much on coverage – i.e., including too many topics – can actually impede student learning by crowding out opportunities for students to practice applying the skills and knowledge they gain. It is important to determine a reasonable scope for your course, that includes essential content but which also provides opportunities for students to engage actively with this content so that deeper learning occurs.
To develop a reasonable set of topics, Davis (1993) recommends creating a list of all the content areas you could cover that are relevant to the subject of the course, and then “severely” paring down the topics you have listed, distinguishing what you consider absolutely essential from the rest (p. 5). Build your course around these essential topics, choosing materials (books, articles, films, speakers, etc.) that will speak to these topics and help you accomplish your learning goals.
"Coverage is the enemy." -- Herb Simon, Carnegie Mellon University Professor and winner of the Nobel Prize for Economics
There are many – often equally effective -- ways to organize a course to accomplish a particular set of objectives. For example, a course could be arranged in any one of the following ways: chronologically, from concrete to abstract (or vice versa), from theory to application (or vice versa), around a set of questions, around a set of practical problems or case studies, according to disciplinary classifications and categories, etc. However we choose to organize the course, the goal should be to create a structure that supports the learning objectives we have identified.
In general, courses should build towards greater complexity, starting with component pieces and working towards synthesis and integration. As Fink (2003) puts it: “The goal is to sequence the topics so that they build on one another in a way that allows students to integrate each new idea, topic, or theme with the preceding ones as the course proceeds" (p. 128). Another way to think about it is that the course should tell a story and thus have a beginning (that introduces the key issues, tensions, and players), a middle (that develops and explores these issues), and an end (in which the various threads come together or relevant new questions are introduced).
Fink distinguishes overall teaching strategies from particular instructional strategies or techniques. A teaching strategy involves combining and sequencing a number of different instructional activities to help students accomplish the learning goals of the class. To determine an effective teaching strategy, think about what you want students to be able to do when they leave the course (e.g., apply certain formulas? create an interactive animation? debate the merits of particular policies? create a stage design that reflects a critical reading of an historical play?).
Having identified the broad learning objectives, work backwards, asking yourself: What particular skills and knowledge will students need in order to accomplish these objectives? Then address the following questions:
For example, if one of your course objectives is for students to be able to identify the key theoretical positions in a topic area, discuss them critically, and apply them to particular issues, the teaching strategy might combine lecture (to introduce the theories and their proponents), discussion (to critique the theories and discuss their applications), and a writing assignment (to apply them to a specific problem or topic.) If one of the course objectives is for students to compare different approaches to theatrical costume design, then a teaching strategy might combine mini-lectures to identify key issues in costume design, student observations of different theatrical productions, group discussion, and an individual written assessment.
After determining the main topics to be covered, the organizational scheme, and an appropriate teaching strategy for accomplishing our objectives, we must create a schedule for the course. Here it is important to gauge the amount of time necessary for the activities we have in mind, both in and outside of class time, and to map this structure onto the academic calendar.
While there is no easy formula for devising the course schedule, here are some things to think about:
Some strategies that instructors use to plan their course schedule include these:
You’ll notice that the instructors who employ these strategies revise and tweak their schedules as they plan until the schedule reflects their objectives for the course, supports the course structure and teaching strategy, sequences work logically, and distributes it realistically across the semester. Creating a good schedule can be time-consuming, but the thought and effort invested at this stage will both help you write your syllabus and prevent problems (e.g., time conflicts, student panic, grading bottle-necks) by helping the course run more smoothly and effectively.
Davis, B. G. (1993). Tools for teaching . San Francisco: Jossey-Bass.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses . San Francisco: Jossey-Bass.
Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors . Bolton, MA: Anker Publishing Company, Inc.
Woolvard, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment . San Francisco: Jossey-Bass.
The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.
Rethinking traditional tests, quizzes, and exams.
Connect with the ctl.
Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/
Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014).
Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to:
Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012).
It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.
Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University.
While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.
Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .
For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98).
An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it.
Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010).
To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education).
Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ).
Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning .
Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.
Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions.
Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use.
Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment?
Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students?
As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .
The Columbia Center for Teaching and Learning (CTL) is here to help!
For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] .
Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students.
Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.
Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback.
Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass.
Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .
Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass.
Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829
Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge.
Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267
McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021.
Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online.
Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).
Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015
Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/
Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29.
Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass.
Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/
Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47.
Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2).
See the CTL’s resource “Considerations for AI Tools in the Classroom.”
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Academic writing is an essential activity in higher education and comes in various forms. Basically, one of these forms is coursework writing, where instructors assess students’ level of understanding of a course during a semester. In this case, unlike other papers, coursework assignments evaluate students’ understanding of the course and not just a topic in the class. Moreover, various forms of coursework writing include essays, term papers, theses, dissertations, and report projects. Hence, students need to learn what is a coursework assignment and how to write such a paper.
College and university students undertake different kinds of academic exercises, with writing projects taking a significant portion. Basically, one of these exercises is the writing of coursework, an assignment that they submit at the end of the semester. Ideally, this kind of work assesses students’ understanding of a particular field of study within a single semester. In turn, instructors rarely require students to write a coursework assignment for things they learned during the previous semester.
By definition, a coursework assignment is an academic project that students undertake in the course of study and which they must submit before the closure of the semester. For example, such types of papers aim to evaluate students’ level of knowledge and skills acquisition, meaning the work contributes to students’ final grades. Ideally, coursework is what students learn during a semester, and such an assignment is meant to measure how well they have understood the subject matter. Moreover, students use reliable and relevant sources to study, examine and evaluate the chosen coursework topic. Therefore, a coursework assignment is very similar to other writing assignments, such as essays, reports, thesis writing, and dissertations.
In the course of their classes, students write different types of papers, including essays and reports. Basically, the major difference between coursework writing and these papers is that it assesses students’ understanding of what they have discovered throughout the semester. In contrast, essays and other papers assess students’ understanding of a specific topic, concept, result, or theory. Moreover, students may need to address an issue in their coursework that they might have addressed in an essay assignment sometime during the semester. As such, a coursework assignment is broader in scope than other papers.
Like essays and other papers, a coursework assignment varies from one area of study to another. For example, there is a coursework for the English subject and another for the sciences. Therefore, students are expected to complete their coursework assignments according to their instructor’s or department’s instructions. In most cases, this expectation includes presenting the assignment in an essay format, where they select a title of their choice. Depending on the subject, some coursework assignments expect students to collect, examine, infer, and report data when answering a specific question.
When it comes to the grading of academic assignments, instructors look at how well a student has attended to all the requirements and expectations. For instance, these requirements include writing about a choice of themes or text excerpts in a given format. In this case, students must use an approach that they believe is likely to give them a higher grade, meaning an approach that helps them to answer the question methodically, logically, and critically by using relevant information. In essence, these are three dimensions for grading a coursework assignment.
Like an essay, a coursework assignment takes a particular structure. Basically, students should understand the core components and make sure that they address them in their academic writing. In this case, the most significant issue for students is to ensure a logical flow of ideas. Moreover, developing a thesis statement is essential to provide high-quality essays with a guideline on focal issues. Primarily, these issues are the concepts and theories that the student has learned in a specific course during the semester.
Planning or preparation is the first step in writing a coursework paper. For instance, the essence of any form of academic writing is to measure a student’s level of understanding about a particular area of study. Since the coursework measures what a student has learned in a given course, it is paramount for each person to prepare well when executing the assignment. Here, learners have to choose a topic that they are comfortable with, one that they are passionate about. Additionally, they should generate ideas about their coursework by deciding what is relevant and what is not. In this case, the reasoning that guides this decision is the expectation outlined in assignment instructions. Lastly, students should understand their audience – consumers of their work or readers. Like any other assignment, the audience is course instructors. Hence, writers should ensure coursework satisfies a curiosity of readers.
After preparation, students should set up the stage for coursework writing. Basically, the first preoccupation is to find sources relevant to the assignment prompt – those that are more likely to provide enough evidence and support needed claims. As students review credible sources, they should take notes to provide a strong argumentation in their coursework. Then, another activity involves deciding on the coursework outline, which should help answer the assignment prompt logically and critically. Lastly, learners should create an annotated bibliography, a summary of each source they intend to use as the basis of their arguments in the coursework.
After preparing and setting up the stage, students should start writing the coursework assignment. In this case, armed with notes taken during the review of reliable sources and the outline they have created, students should start with the first draft, where they develop a thesis statement. Basing all opinions and arguments on the thesis, writers should answer the assignment prompt methodically, logically, and critically. Moreover, the thesis statement should ‘hook’ the audience and make them interested in reading the substantial part of the paper – the body. In essence, the body is where students use all the evidence they have gathered about the topic, while the thesis informs the audience of what individuals have focused on in the paper.
It is normal for a writer to make mistakes when writing an academic document. For example, these mistakes include inconsistent arguments, irrelevant content, punctuation errors, and countless grammatical mistakes. Therefore, after completing the draft, students should read it through, at least twice, to identify these mistakes and correct them. Basically, the processes of correction include revising and editing the paper. Regarding revisions, students should give their work to a friend or mentor to read it through. In their feedback, these individuals are likely to point out areas where authors should make corrections for the paper to be logical and interesting to read. Concerning editing the paper, students should proofread their work to ensure it is free of spelling mistakes, punctuation errors, and other grammatical mishaps.
The body paragraph of any academic text, including a coursework assignment, utilizes several features to make the paper logical. Basically, the first feature is the topic sentence that opens up each paragraph. Also, the purpose of this feature is to strengthen the central idea captured in the thesis statement. Then, the rest of the paragraph structure backs up this claim using evidence gathered from different sources. In turn, another feature is a concluding sentence, which closes each paragraph. For instance, the goal of this aspect is to connect the topic sentence with the thesis statement. Finally, another feature is transition words and phrases that help readers sense a logical flow of ideas throughout the paper. In short, writers use transitions within and between paragraphs to create a logical flow of information and ideas.
Besides ensuring the paper is written methodically and logically, students should see that it meets the highest academic writing standards. In this regard, they should ensure it follows after a particular format – APA, MLA, Harvard, or Chicago/Turabian. In most cases, the assignment prompt dictates the format that learners should use. Moreover, the referencing format informs about the structure of the paper and the format of citations. In turn, another essential activity that students should perform is to commit the paper to peer review. Here, authors give coursework papers to distinguished scholars, such as a professor or classmate, to assess the validity and quality of information used, including sources.
After subjecting the first draft to vigorous scrutiny through revisions, editions, and peer review, students should start writing the final draft of a coursework paper. Basically, this draft should be thoroughly polished, meaning it should be free of spelling, punctuation, and grammatical mistakes, as well as inconsistent arguments and irrelevant sentences. Moreover, it should indicate an effective use of transitions in the body paragraphs. In short, the final draft is an improved version of the first draft because writers have revised and edited it and incorporated feedback from a friend, mentor, or professor. However, they still need to read through the final draft, at least once, to ensure it is perfect before submission to the department. In turn, if students note several mistakes, it means another revision is necessary. Hence, the student’s focus should be the content, organization of ideas, style of writing, and format.
Given that coursework assignments test students’ level of understanding about a course’s content in a given semester, it means that it takes several forms. For example, these include a term paper, a Master’s thesis, a dissertation, or a report project. Ideally, the coursework is an essential requirement for a student to complete the course successfully. It also means the coursework is essential to be awarded a degree. In turn, the only difference between these types of coursework assignments is that they take a different approach to examining and analyzing course content, with each subject taking a unique approach.
The dream of every student is to pass any assessment and attain a higher grade. In a coursework assignment, students can utilize different techniques to ensure they attain higher grades after assessments. As indicated earlier about the grading of coursework, learners should use an approach that they believe answers the assignment prompt methodically, logically, and critically. As a result, every technique they use must allow them to answer the question in a way that satisfies these three grading dimensions.
A compare and contrast essay technique is about analyzing two subjects, ideas, concepts, or theories by comparing them, contrasting them, or doing both. Basically, the purpose of answering a coursework assignment through this approach is that students must not state obvious things. Instead, they need to shed light on the subtle differences or unexpected similarities between subjects, ideas, concepts, or theories.
A cause and effect essay technique allows writers to develop their paper’s body by analyzing the reasons for and the consequences of a decision, action, or event. When organizing a paragraph, students adopt a structure that allows them to arrange the causes and effects in a chronological or reverse chronological order. Alternatively, authors can present their arguments through emphasis, starting from least important to most important aspects, or vice versa.
An investigation technique involves undertaking an in-depth examination of a topic, idea, concept, or theory. Basically, this technique’s primary goal is to demonstrate that students have gained a thorough knowledge of the subject, which is indicated in their methodical, logical, and critical analysis and presentation of information. In this case, ensuring that research findings are interpreted and presented in an organized manner throughout the essay is critical. Ultimately, the technique enables writers to demonstrate their articulate understanding of the various viewpoints about the issue under investigation.
For an academic paper to capture the audience’s attention and interest, students must not only develop a thesis statement but also ensure they use strong arguments to back up the central idea in the statement. Basically, the “they say, I say” technique is the simplest method to present arguments properly. In this regard, the information that the student uses in answering the coursework assignment prompt should be free of plagiarism. For instance, they need to cite sources properly. Then, another way to ensure that the writing is persuasive is to confirm that they have attained the required word count without counting footnotes, endnotes, references, and appendices. Ideally, selecting a topic that one is comfortable with and passionate about enables the writing to be high-quality in terms of argumentation. Also, students should discuss alternatives with their mentor or instructor. Finally, the thesis statement should not be complicated.
Students make different kinds of mistakes when writing academic texts. For example, a common mistake in coursework writing involves a scope, where students fail to focus on one area of the topic and instead try to be broad in their argumentation. In this case, the problem with this approach is that they waste space talking about irrelevant material, leaving them with little space to write about the core idea. Also, the solution to this problem is to develop a thesis statement that sets out the paper’s specific agenda. In doing so, students can realize every time they go off-topic.
Another common mistake involves colloquialism, where students use a language that is not standard for academic writing. Basically, this problem is particularly common with students who become excited about the topic and try to express their ideas creatively. Moreover, the problem is that the coursework shifts from being evidence-based to a document about the student’s opinion. In turn, the solution to this problem is to pick a topic that is exciting and critically discussed in the literature. As a result, they can identify several sources that discuss the topic to use as bases for evidence of their claims and arguments about the topic.
The coursework paper adopts a typical outline, as indicated below:
Ideally, the outline of a coursework assignment is similar to that of a research paper. In this case, an abstract serves as a brief overview of a research paper and informs readers of the writer’s focal points. More importantly, the coursework outline has a body, where writers use different paragraphs to make an argument about the topic. Also, each of the paragraphs begins with a topic sentence and ends with a concluding sentence. Like research papers, body paragraphs of a coursework assignment serve to cement the writer’s claims and arguments, which are linked to the thesis statement.
A coursework assignment is among the writing assignments that students in colleges and universities undertake in preparation for their degree. Unlike other papers, this assignment assesses students’ understanding of what they have learned in a course in a given semester. As such, students must complete and submit it before the semester closes. Moreover, the different types of coursework include essays, term papers, theses, dissertations, and report projects.
Students should master the following tips when it comes to writing a coursework assignment:
What is assignment in education? Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject matter thoroughly.
Generally, students are assigned a task as a part of their homework. The allocation of assignments is not only restricted to a class or subject but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter.
The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honors write journals as a part of an assignment that determines their knowledge in that subject.
The structure of assignments depends upon the nature of the task and subject. They must be well-researched, including case studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education. Knowing what is assignment in education helps teachers assess students better.
Importance of Assignments
Giving assignments to the students is a crucial part of student assessment. The importance of giving assignments to the students is discussed in detail below:
Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them.
The above-mentioned information gives us a context of assignment meaning and its importance to the students. Assignments provide a basis for the student assessment and should be given timely.
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Updated: Apr 5, 2024, 12:19pm
College comes with so many requirements, it can be hard to keep track. For instance, if you’re applying to school or are currently in a degree program, you’ve probably heard the term “capstone course.”
Capstone courses are important and often required to complete a degree, especially at the graduate and postgraduate levels. But what is a capstone course? Read on to learn what it’s all about.
Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.
A capstone course allows college students to demonstrate expertise in their major or area of study. This course is typically required for graduation. Details can vary depending on the major, program and school. Capstone courses typically last at least a semester and sometimes include internships or volunteering.
A capstone course typically involves a project such as a final paper, a portfolio, a performance, an investigation, a film or a multimedia presentation. Some programs use the term “capstone project” instead of capstone course.
Details regarding your capstone project depend on your major. Journalism majors might complete long-term investigation projects, for example, and architecture students may design a building or bridge.
Not all colleges require capstone courses, and some might only require capstone courses for certain majors or programs. For instance, The University of California, Los Angeles offers 73 undergraduate majors that include a capstone course or project for most students.
Here’s how a capstone course can enhance your higher learning experience.
Taking on a big, longer-term academic or professional project can be very challenging. So when you complete a capstone project, it can provide a confidence boost by demonstrating to yourself and your peers, professors and future employers what you’re capable of accomplishing in your field of study.
Since capstone projects are hands-on, they allow you to hone existing skills in your field and develop some new ones. Some capstone projects require you to work in a group, which adds another layer of collaborative soft skills for you to fall back on in your professional and personal life.
Learning by doing, as they say, is the best way to find out if something is right for you. Since a capstone project involves using skills from your field to create a product that mimics the professional version of what you’d like to do after school, this prepares you for the workforce in a practical way.
On the other hand, a capstone course can also be a good way to decide that a career isn’t the right fit for you. If you don’t enjoy the process of the capstone project, you might not like the corresponding career after graduation, either.
Since most capstone courses culminate with a project, you can expect your capstone to give you an example of your work to show to potential employers when you start job hunting. Some capstone courses even distribute awards to the creators of the best capstone projects, which could translate to another accolade to add to your résumé.
What does a capstone course consist of.
A capstone course can include lectures and feedback from a professor, plus time to work on a final paper, project, film or performance. A capstone project may be independent or a group project.
The term comes from the final “capstone” used to finish a monument or building. The word has been commonly used in U.S. higher education since post-World War II. As in architecture, a capstone in education can be thought of as the crown jewel of your educational accomplishments.
Yes, you can fail a capstone course. However, failing a capstone course at some universities could disqualify you from graduating from that particular major or program. At other schools, you may not be allowed to submit your capstone project until your department chair or advisor is confident you can achieve a passing grade.
Ryah Cooley Cole is an award winning writer and a high school English teacher based on the Central Coast of California. She is most interested in bringing diverse stories to her readers and students.
Veronica Beagle is the managing editor for Education at Forbes Advisor. She completed her master’s in English at the University of Hawai‘i at Mānoa. Before coming to Forbes Advisor she worked on education related content at HigherEducation.com and Red Ventures as both a copy editor and content manager.
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WASHINGTON − The Supreme Court ruled Monday that former President Donald Trump can be tried for any of his efforts to overturn his 2020 loss that were not taken in his official capacity, a decision that likely came too late for a trial to be completed before Election Day.
Deciding for the first time whether presidents are immune from criminal prosecution, a divided Supreme Court said “official” acts taken by a president are protected but not steps he took as a candidate.
“The parties before us do not dispute that a former President can be subject to criminal prosecution for unofficial acts committed while in office,” Chief Justice John Roberts wrote for the 6-3 majority that divided along ideological lines. “They also agree that some of the conduct described in the indictment includes actions taken by Trump in his unofficial capacity.”
Justice Sonia Sotomayor, in a dissent joined by Justices Elena Kagan and Ketanji Brown Jackson, said the majority’s decision “makes a mockery of the principle, foundational to our Constitution and system of Government, that no man is above the law.”
Sotomayor said the court gave Trump “all the immunity he asked for and more.”
"With fear for our democracy, I dissent," she wrote.
Roberts criticized the dissenters for doomsaying rather than acknowledging the lower courts will determine whether Trump’s conduct is vulnerable to criminal charges.
“As for the dissents, they strike a tone of chilling doom that is wholly disproportionate to what the Court actually does today – conclude that immunity extends to official discussions between the President and his Attorney General, and then remand to the lower courts to determine ‘in the first instance’ whether and to what extent Trump’s remaining alleged conduct is entitled to immunity,” Roberts wrote.
Trump, on Truth Social , called the decision a “BIG WIN FOR OUR CONSTITUTION AND DEMOCRACY.”
The case was a crucial test for the court and its six conservative justices, half of whom were appointed by Trump.
The time it took the high court to issue its opinion leaves a tight timeline to hold a trial that was originally scheduled for March. If Trump wins the election in November , he could order the Justice Department to dismiss any federal case against him. Justice Department special counsel Jack Smith indicted Trump last August on four charges, to which he has pleaded not guilty.
Trump is accused of trying to steal the 2020 election by spreading lies about election fraud and attempting to persuade state officials, his vice president and Congress to prevent the certification of the legitimate results.
Trump, the first president – former or current – to be criminally charged, argued he can't be prosecuted for actions he took in his official capacity during his administration, an extension of the reasoning the Supreme Court used in 1982 when it barred civil suits against a president for official actions. Otherwise, Trump's attorneys argued, the threat of future prosecution and imprisonment would destroy the strength and authority of the presidency by subjecting them to politically motivated prosecutions.
Roberts said presidents are not above the law.
“But under our system of separated powers, the President may not be prosecuted for exercising his core constitutional powers, and he is entitled to at least presumptive immunity from prosecution for his official acts,” he wrote. “That immunity applies equally to all occupants of the Oval Office.”
A New York jury in May found Trump guilty of falsifying business records to hide a hush money payment to porn star Stormy Daniels ahead of the 2016 presidential election. The state judge had rejected Trump’s effort to delay that trial until the Supreme Court ruled on the immunity question.
Trump also has claimed immunity in his federal case in Florida for allegedly hoarding classified documents after leaving the White House and in his election interference case in Georgia.
David Becker, a former senior trial attorney in the voting section of the Justice Department’s civil rights division, called the high court's decision “deeply disturbing” and “really striking” for what it would allow a president to do in office and remain unchallenged criminally.
Presidents, he said, would have immunity from interactions with an attorney general, even if that means pressuring him to change election results or ordering SEAL Team 6 to kill a political opponent.
“The way I read this opinion is it could be a road map for (presidents) seeking to stay in power,” Becker said. “It could put into question whether or not future peaceful transfers of power occur.”
Robert Mintz, an expert on white collar criminal defense at McCarter & English, said the decision created more heat than light.
“Rather than finding either clear immunity or no immunity for alleged criminal conduct, this new standard will unquestionably lead to protracted hearings and further appeals as the lower courts have to now grapple with the question of which allegations in the indictment constitute official acts,” Mintz said.
In January, a three-judge panel of the D.C. Circuit Court of Appeals unanimously rejected Trump's claim of absolute immunity . But the Supreme Court stepped in to decide for the first time if there are barriers to the criminal prosecutions of presidents.
The court had previously said presidents are immune from civil lawsuits for official actions taken while president, though not from lawsuits tied to their personal behavior.
Smith, the special counsel, argued presidents can still function effectively without criminal immunity, a protection he said neither the framers of the Constitution nor any other president contemplated.
And even if a former president has some immunity, Smith said, trying to thwart the peaceful transfer of power is a perfect example of conduct that should not be protected from prosecution.
During more than 2½ hours of oral arguments in April, several conservative justices signaled they were more focused on how a ruling would affect future presidents than − as Justice Brett Kavanaugh put it − the "here and now of this case."
“We’re writing a rule for the ages,” said Justice Neil Gorsuch.
But Justice Amy Coney Barrett got Trump's lawyer to concede that the private acts of presidents aren't protected from prosecution − and that some of the alleged conduct included in the indictment is private.
For example, Barrett asked whether directing lawyers to submit fraudulent slates of electors to obstruct the certification of the election − if proven − would be official or private.
“That’s private,” Sauer said.
The Supreme Court has decided other high-profile cases much faster than Trump’s immunity claim.
Smith asked the court to reject the claim quickly in December after U.S. District Judge Tanya Chutkan ruled Trump must stand trial. But instead the high court waited for the D.C. Circuit to also rule that Trump isn’t immune.
In contrast, the Supreme Court allowed Trump’s name to remain on the Colorado primary ballot less than a month after hearing arguments about removing it because of his role in the Capitol attack on Jan. 6, 2021.
And in 1974, the court ordered President Richard Nixon to turn over secret tapes of White House conversations 16 days after hearing arguments.
Justices Samuel Alito and Clarence Thomas rejected calls from Democrats that they recuse themselves from deciding the case.
Alito's wife, Martha-Ann Alito, flew flags over the couple's homes that were adopted by some Trump supporters trying to overturn the 2020 election results.
Thomas' wife, Virginia “Ginni” Thomas, has argued repeatedly that the 2020 election was stolen and attended Trump’s “Stop the Steal” rally on Jan. 6, 2021.
Thomas, in an opinion agreeing with Roberts, seemed to question whether Smith is a legitimate prosecutor for the case.
“If this unprecedented prosecution is to proceed, it must be conducted by someone duly authorized to do so by the American people,” Thomas wrote. “The lower courts should thus answer these essential questions concerning the Special Counsel’s appointment before proceeding.”
The case is Trump v. United States.
IMAGES
VIDEO
COMMENTS
In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed.
ASSIGNMENT definition: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
Students are required to complete all homework assignments. You will need to complete three written assignments per semester. a business/special assignment ; I had set myself a tough assignment. on an assignment She is in Greece on an assignment for one of the Sunday newspapers. on assignment one of our reporters on assignment in China
Definition: Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more. Assignments are typically designed to be completed ...
assignment in American English. (əˈsainmənt) noun. 1. something assigned, as a particular task or duty. She completed the assignment and went on to other jobs. 2. a position of responsibility, post of duty, or the like, to which one is appointed. He left for his assignment in the Middle East.
assignment: 1 n an undertaking that you have been assigned to do (as by an instructor) Types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable ...
1 [countable, uncountable] a task or piece of work that someone is given to do, usually as part of their job or studies You will need to complete three written assignments per semester. She is in Greece on an assignment for one of the Sunday newspapers. one of our reporters on assignment in China I had given myself a tough assignment. a business/special assignment
How to Read an Assignment. Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly ...
Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...
Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
ASSIGNMENT meaning: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
The three primary components of a course are the learning objectives, assessments and instructional strategies. Once these three components are identified, at least provisionally, the next task is to organize them into a coherent, dynamic whole. This involves: Deciding on a course structure. Selecting a teaching strategy to support learning goals.
Designing Assignments for Learning. The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning ...
By definition, a coursework assignment is an academic project that students undertake in the course of study and which they must submit before the closure of the semester. For example, such types of papers aim to evaluate students' level of knowledge and skills acquisition, meaning the work contributes to students' final grades.
Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject ...
Assignment definition: something assigned, as a particular task or duty. See examples of ASSIGNMENT used in a sentence.
When used in an educational context, asynchronous learning refers to courses where students access course materials—lectures, readings, and assignments—on their own time. Learning, in other words, takes place at all different times for students enrolled in a course, because there's no set class time. Asynchronous learning can include ...
Capstone courses typically last at least a semester and sometimes include internships or volunteering. A capstone course typically involves a project such as a final paper, a portfolio, a ...
otterpoppp. •. weighted: assignments are worth a certain percentage, so a 50 point final that's weighted 60% is worth more than a 50 point discussion post weighted 10%. non weighted means you just add up the point total, 1 point from a final test is worth the same as 1 point from a quiz. some profs don't use the grade feature at all on canvas ...
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The Supreme Court's decision about whether Donald Trump is immune from prosecution came too late to try him before the election.
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
In their biggest case of the year, the Supreme Court decided for the first time when presidents can be criminally prosecuted.
The Supreme Court ruled Monday that Donald Trump may claim immunity from criminal prosecution for some of the actions he took in the waning days of his presidency in a decision that will likely ...